This VR classroom is also connected to a spectator application that video-records all actions taking place within the classroom. To facilitate targeted reflection, curated video excerpts of the recorded micro-lessons in spectator view are presented to PSTs for focused analysis. This approach allows PSTs to examine specific pedagogical moments in the microlesson, such as instructional explanations, questioning strategies, classroom management decisions, or student interactions within a contained and manageable context. This method aligns with evidence-based practices in video-based teacher education, which underscore the value of decomposing teaching into its constituent elements for analytic reflection. See Figure 3 below for a spectator view of the VR classroom. Figure 3: Spectator view of VR classroom The immersive VR classroom represents a transformative shift for pre-service teacher education. By immersing pre-service teachers in simulated yet authentic classroom environments and equipping them with data-driven insights and targeted video feedback, the CALTSTEAM VR classroom cultivates reflective, adaptive, and pedagogically grounded practitioners. This innovation aligns with global trends in immersive learning. Yet, it speaks directly to the contextual realities of South African teacher education, where challenges of access, variability in teaching practice, and the urgent need to strengthen foundational pedagogical skills remain pervasive. As such, this initiative reimagines the microteaching component of teacher preparation, positions teacher education at the University of Johannesburg at the forefront of global innovation, and adheres to the epiphany of what a typical SoTL research project should be about. References Loughran, J. J. (2002). Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33–43. Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books. 41 A Journey of Innovation
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